Histories of Social Studies and Race: 1865-2000

ISBN-13: 9781137007544 / Angielski / Twarda / 2012 / 231 str.

Christine Woyshner; Chara Bohan

Opis

This collection of historical essays on race develops lines of inquiry into race and social studies, such as geography, history, and vocational education. Contributors focus on the ways African Americans were excluded or included in the social education curriculum and the roles that black teachers played in crafting social education curricula.

Recenzje

"A necessary component for any conversations we wish to have on the intersections of race, education, and national heritage . . . Woyshner and Bohan provide ten studies of individuals, movements, events, and watershed movements that refract the ideas and ideals of social studies education inextricable from issues of race, racism, social justice, and strugglest for education that build and define local and national commitments." - American Educational History Journal

"Should schools teach 'social justice'? It depends what you mean by the term, of course. But you can't answer the question without considering the history of race in American schools, and especially in American social studies. The essays in this book cast fresh light on changes in curricula, textbooks, and teaching. Most of all, though, they make us think anew about the purpose of 'school' itself, and the many ways that race has colored it." - Jonathan Zimmerman, professor of education and history and director of the History of Education Program, Steinhardt School of Culture, Education, and Human Development at New York University

"Histories of the Social Studies and Race: 1865-2000 places the dynamics of identity, race and power at the center - rather than the margins - of social studies research and practice. These perspectives should spark deeper inquiry at a crucial time in our field." - Patrice Grimes, associate dean, Office of African-American Affairs, University of Virginia

"Its relevance to the much broader issues of racialization and schooling would commend [Histories of Social Studies and Race] to anyone interested in the institutional and everyday practices - including school curricula - through which ethnic identities and hierarchies are shaped." - Eona Bell, British Politics and Policy at LSE

Spis treści

Introduction: Social Studies and Race; C.Woyshner & C.Bohan Race, Social Studies, and Culturally Relevant Curriculum in Social Studies' Prehistory: A Cautionary Meditation; R.E.Butchart The Early History of Negro History Week; S.Bair Notions of Citizenship: Discussing Race in the Shortridge High School Senate, 1900-1928; J.S.Clark The Racial and Cultural Assumptions of the Early Social Studies Educators, 1901-1922; T.D.Fallace Countering the Master Narrative in US Social Studies: Nannie Helen Burroughs and New Narratives in History Education; A.Murray-Blue Race in Elementary Geography Textbooks: Examples from South Carolina, 1890-1927; M.Spearman Atlanta's Desegregation Era Social Studies Curriculum: An Examination of Georgia History Textbooks; C.Bohan & P.Randolph Placing Social Justice at the Center of Standards-Based Reform: Race and the Social Studies at McDonogh #35 Senior High, New Orleans, Louisiana, 1980-2000; E.DeCuir Did Curriculum Reform Support Racial Integration?; J.Watras African-Centered Education in the Detroit Public Schools, 1968-2000; A.Halvorsen Epilogue; M.Crocco

O autorze

SARAH BAIR Associate Professor of Education, Dickinson College, USA RONALD E. BUTCHART Professor, Social Studies Program, Department of Elementary and Social Studies Education, University of Georgia, USA J. SPENCER CLARK Associate Instructor Curriculum & Instruction - School of Education Center for Social Studies and International Education Indiana University-Bloomington, Indiana University, USA ERICA DECUIR THOMAS D. FALLACE Associate Professor of Education, University of Mary Washington, USA ANNE-LISE HALVORSEN Assistant Professor, Department of Teacher Education, Michigan State University, USA ALANA MURRAY-BLUE PATRICIA RANDOLPH MINDY SPEARMAN Assistant Professor, Clemson University, USA JOSEPH WATRAS Department of Teacher Education, School of Education and Allied Professions, University of Dayton, USA